DOCSLIB.ORG

054-133E.Pdf

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
054-133E.Pdf 68th IFLA Council and General Conference August 18-24, 2002 Code Number: 054-133-E Division Number: IV Professional Group: Cataloguing Joint Meeting with: - Meeting Number: 133 Simultaneous Interpretation: Yes Report on the successful AustLit: Australian Literature Gateway implementation of the FRBR and INDECS event models, and implications for other FRBR implementations http://www.austlit.edu.au Marie-Louise Ayres Project Manager, AustLit: Australian Literature Gateway 1999-2002 University of New South Wales at the Australian Defence Force Academy Project Manager, MusicAustralia, 2002- National Library of Australia Kerry Kilner Project Manager, AustLit 2002-; Content Manager, 1999-2002 University of Queensland Kent Fitch Developer Project Computing Pty Ltd Annette Scarvell Content Manager, University of New South Wales at the Australian Defence Force Academy 1 Abstract: This paper discusses the first major implementation of two significant new cataloguing models: IFLA's FRBR (Functional Requirements for Bibliographic Records) and event modeling (INDECS and Harmony). The paper refers briefly to the decision making processes leading to the adoption of these models, and outlines the implementation process, the benefits of the implementation, the practical and conceptual difficulties encountered in this implementation, and some observations on the future of these models in the library and information worlds. IFLA's Functional Requirements for Bibliographic Records was published in 1998, and was widely accepted as providing a sound conceptual model for a new generation of bibliographic records which record and present the publishing history of information resources. The 2000 LC Cataloguing conference included a number of papers on the requirement to add 'event models' into cataloguing. FRBR and Event Modeling are powerful tools for presenting bibliographic and other information in a richly contextual environment. Implementing the models presents significant challenges but is achievable, cost effective, offers many benefits to practitioners and should be considered by a range of information providers. Keywords: Australian literature; Functional Requirements for Bibliographic Records; Literary databases; Subject Gateways; XML. Introduction The International Federation of Library Associations’ Functional Requirements for Bibliographic Records (FRBR) model1 has made a major contribution to theorising bibliographic description, and the ways in which bibliographic description needs to be rethought in the Internet age. The model has also been the subject of considerable and accelerating comment2 and suggestions for amendment. This paper describes the implementation experiences of a small group which chose to implement and extend the FRBR model because it most suited a particular set of literature oriented requirements. AustLit: the Australian Literature Gateway, a web-based resource discovery service about Australian writers and writing, is the result of collaboration between eight Australian universities, each of which had developed specialist but non-standards based biographical and bibliographic databases3 and the National Library of Australia4, with the Australian Research Council5 providing development funding in 2000, 2001 and 2002.6 Development of the AustLit technical infrastructure commenced in May 2001, and by October 2002 – less than 18 months later – the AustLit service was released for public use, first as a free public trial, and, from January 2002, as a fully functional subscription service which makes a portion of its author information freely available.7 Choice and Extension of Models As the AustLit development team placed a very high value on representing the publishing histories of works, finding the International Federation of Library Associations’ 1998 Functional Requirements for Bibliographic Records (FRBR) model was very exciting.8 As FRBR aficionados will know, the FRBR model includes the concepts of: S The Work: an abstract concept (e.g. the idea of the novel Voss by Patrick White); S The Expression: a realisation of the Work (e.g. White’s original version of the novel in English or the German translation by John Stickforth); S The Manifestation: a particular embodiment of the Expression (e.g. the 1958 Kiepenheuer & Witsch publication of Stickforth’s translation of the novel Voss by Patrick White); 2 S The Item9: the individual item on a Library shelf (e.g. the copy of the 1958 Kiepenheuer & Witsch edition of the John Stickworth translation of the novel Voss by Patrick White, held at the National Library of Australia). AustLit augmented the FRBR bibliographic description model with 'event modelling': S Works have a creation event S Expressions have a realisation event S Manifestations have an embodiment event Works can be expressed one or many times, Expressions can be manifested one or many times, 10 and manifestations can result in one or many items. In the AustLit model, Works, Expressions and Manifestations all have attributes, and Creation, Realisation and Embodiment events all have attributes. AustLit has also augmented the model by incorporating the concept of SuperWork, as suggested by a number of FRBR commentators.11 Perhaps AustLit’s most significant extension12 of the FRBR model lies in its representation of agents (authors and organization). While the FRBR model and its subsequent commentators have been at pains to stress the need for agent role information in relation to works, expressions, manifestations and items, AustLit also includes: S Birth and death (or creation and cessation) events for authors and organizations, and date and place attributes for those events; S Award events (drawn from both agent and work records, with both displayed on the agent record) and award name, date and place attributes; S Gender, nationality and self-claimed cultural heritage attributes; S Arrived in Australia events and associated date attributes; S Uses alternative name attributes (for navigation of pseudonyms and other multiple names); S Archival holdings attributes. 13 Implementation: building the database Once desired functionality had been specified, it was clear that we would need to build, rather than buy, a system: there are currently no commercial systems which support all the data models, or which support the complex relationship concepts of Topic Mapping14 in database design. All AustLit entities, including events and attributes, are topics, and relationships between those entities are also topics: the AustLit Gateway includes more than 3.3 million topics. The basic design documents relating to our custom built system are publicly available at the website. 15 Although the topics and their relationships are stored in conventional (but unusually highly normalised) relational database tables, the system converts the data into a common XML format at an early stage of output processing. From this common XML format, information is transformed into the desired final output format (typically HTML) using XSL (eXtensible Stylesheet Language). The XML representation contains enough information to generate alternative encodings such as MARC or to augment the HTML with Dublin Core or RDF metadata.16 With the exception of the Oracle database – which our University licence made available to us – all other software used is open source. AustLit runs on a Sun Microsystems Blade-1000 workstation, under the Solaris operating system. At the outset of the implementation phase, we believed that the major risks lay in the complexity of designing a database to accommodate the FRBR, INDECS and Harmony models along with all the multitudinous relationships we had mapped out, and the likely performance of a highly normalised (i.e. consisting of some millions of ‘topics’) database. As it turned out, these were not the major hurdles we had envisaged, and the development team has been very pleased with the design outcome and database 3 performance. Database design work commenced in July 2000, and by March 2001 the database had been designed, most data had been converted, the essential elements of the maintenance interface had been developed, and the AustLit staff from eight institutions around Australia were trained and commenced work in the new system. Implementation: Converting the data Having said that, there certainly have been issues in implementing the FRBR model and the other elements of the AustLit model which intersect with it, such as representations of events and agents. The major implementation issues had little to do with the models we chose: most of these issues would have arisen whatever data models and standards were chosen. We substantially under-anticipated the risk which lay in migrating a range of existing non-standards based databases to the new structure. Every new database brought new problems and we were not able to reapply previous conversion solutions! We also encountered significant issues relating to interpretation of the FRBR and the pragmatics of implementation. The model was clearly written with a ‘whole monograph’ emphasis (although the model demonstrates that it can be used for other types of works, such as performances). AustLit’s implementation was complicated because only a small portion of AustLit records fit this model, as AustLit includes a wide variety of individual non-monograph items (eg. individual poems, reviews and articles), and represents complex clusters of items such as poem sequences and author series. However, as would be expected of any catalogue or index, the overwhelming
Load more

Recommended publications
  • Copyright for Educators (Cont.)
    Available on the SCIS website at www.esa.edu.au/school-library-services ISSUE NO. 92 | TERM 1 2015 ISSN 1440-2089 Copyright for in this issue page Educators 4 Explore AustLit; explore our storytelling heritage Introduction In today’s digital environment, teachers and students are 6 The fourth age of libraries connected by an ever-increasing number of devices to a world 8 Teaching Australian Cinema with of online content. This article provides some smart copying Rabbit-Proof Fence tips to help teachers to actively manage copyright costs while complying with their copyright obligation. It also tackles the 9 Subject headings update tricky issues of YouTube and iTunes. 10 Down the library path Although copyright can be complex, remembering the five Ls 12 SCIS is more can help you to manage the risks and costs associated with using other people’s content: 13 Supporting Australian book creators • Look for Open Education Resources and use these as 14 Website and app reviews much as possible. 15 For your classroom • Link instead of copying whenever this is an option. • Limit the amount you copy to what you actually need for educational purposes. Read more on page 2 Copyright for educators (cont.) • Label the content with the details to seek permission from the website contain other material not appropriate of its author, owner, source, and the owner to include a link to their website. or relevant to the class exercise. It also basis on which you are copying it. means that the students do not leave the Even though you do not need permission • Later delete or archive the content school content repository (e.g.
    [Show full text]
  • The Uniqueness of the Blackwords Resource: Memoir of an Indexer
    The Uniqueness of the BlackWords Resource: Memoir of an Indexer IRENE HOWE AustLit, University of Queensland Since its launch in 2007 BlackWords has enjoyed strong Indigenous leadership and a dedicated Indigenous team, allowing Indigenous storytellers, academics and researchers to determine its look, content, and scope. The BlackWords team of researchers and indexers is a community consisting of individuals from across institutions such as the University of Queensland, the University of Western Australia, Flinders University, the University of Sydney, the University of Wollongong and AIATSIS, each of whom has brought their own expertise and specialist interest to the database (BlackWords; Holt; Kilner 62). In a sense, Indigenous control of BlackWords falls within the context of the traditional Aboriginal kinship system. BlackWords has had many mothers, fathers, aunties, uncles, sisters, brothers, cousins and non-Indigenous members, who have nurtured it from its early establishment. Within this relationship, they represent the national team consisting of national coordinators and research assistants. This extended family are those people who are members and/or descendants of diverse Aboriginal and Torres Strait Island groups and communities as distant as Western Australia and the Torres Straits Islands. The non-Indigenous, or those with no blood relations, come in the form of the cross-cultural connection between BlackWords and AustLit. For example, Joan Keating, a Senior Researcher and Content Editor from AustLit, gave valuable help to the BlackWords team. From its establishment in 2006, she contributed her knowledge, guidance, training and skills, providing information on bibliographic protocols, and indexing procedures. Kerry Kilner, in her role as Director of AustLit, has also been instrumental in the establishment and continued development of BlackWords.
    [Show full text]
  • Appropriate Terminology, Indigenous Australian Peoples
    General Information Folio 5: Appropriate Terminology, Indigenous Australian Peoples Information adapted from ‘Using the right words: appropriate as ‘peoples’, ‘nations’ or ‘language groups’. The nations of terminology for Indigenous Australian studies’ 1996 in Teaching Indigenous Australia were, and are, as separate as the nations the Teachers: Indigenous Australian Studies for Primary Pre-Service of Europe or Africa. Teacher Education. School of Teacher Education, University of New South Wales. The Aboriginal English words ‘blackfella’ and ‘whitefella’ are used by Indigenous Australian people all over the country — All staff and students of the University rely heavily on language some communities also use ‘yellafella’ and ‘coloured’. Although to exchange information and to communicate ideas. However, less appropriate, people should respect the acceptance and use language is also a vehicle for the expression of discrimination of these terms, and consult the local Indigenous community or and prejudice as our cultural values and attitudes are reflected Yunggorendi for further advice. in the structures and meanings of the language we use. This means that language cannot be regarded as a neutral or unproblematic medium, and can cause or reflect discrimination due to its intricate links with society and culture. This guide clarifies appropriate language use for the history, society, naming, culture and classifications of Indigenous Australian and Torres Strait Islander people/s. Indigenous Australian peoples are people of Aboriginal and Torres
    [Show full text]
  • The Blackwords Symposium: the Past, Present, and Future of Aboriginal and Torres Strait Islander Literature
    The BlackWords Symposium: The Past, Present, and Future of Aboriginal and Torres Strait Islander Literature KERRY KILNER University of Queensland PETER MINTER University of Sydney We write to create, to survive, and to revolutionise; we write to haunt and we ache because we refuse to leave the past alone. We aim to disrupt the State’s founding order of things, to disrupt ‘patriarchal white sovereignty’ (Moreton- Robinson), white heteronormativity, and the colonial-continuum of history. (Harkin, herein) The BlackWords Symposium, held in October 2012, celebrated the fifth anniversary of the establishment of BlackWords, the AustLit-supported project recording information about, and research into, Aboriginal and Torres Strait Islander writers and storytellers. The symposium showcased the exciting state of Aboriginal and Torres Strait Islander creative writing and storytelling across all forms, contemporary scholarship on Indigenous writing, alongside programs such as the State Library of Queensland’s black&write! project, which supports writers’ fellowships, editing mentorships, and a trainee editor program for professional development for Indigenous editors. But really, the event was a celebration of the sort of thinking, the sort of resistance, and the re-writing of history that is evident in the epigraph to this introduction. The speakers, who included Melissa Lucashenko, Wesley Enoch, Sandra Phillips, Ellen Van Neerven, Jeanine Leane, and Boori Pryor alongside the authors of the works in this collection, explored a diverse range of topics
    [Show full text]
  • AIATSIS Guidelines for Ethical Publishing 5
    Guidelines for the ethical publishing of Aboriginal and Torres Strait Islander authors and research from those communities Aboriginal Studies Press The Australian Institute of Aboriginal and Torres Strait Islander Studies First published in 2015 by Aboriginal Studies Press © The Australian Institute of Aboriginal and Torres Strait Islander Studies All rights reserved. No part of this book may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording or by any information storage and retrieval system, without prior permission in writing from the publisher. The Australian Copyright Act 1968 (the Act) allows a maximum of one chapter or 10 per cent of this book, whichever is the greater, to be photocopied by any educational institution for its education purposes provided that the educational institution (or body that administers it) has given a remuneration notice to Copyright Agency Limited (CAL) under the Act. Aboriginal Studies Press is the publishing arm of the Australian Institute of Aboriginal and Torres Strait Islander Studies. GPO Box 553, Canberra, ACT 2601 Phone: (61 2) 6246 1183 Fax: (61 2) 6261 4288 Email: [email protected] Web: www.aiatsis.gov.au/asp/about.html Aboriginal and Torres Strait Islander people are advised that this publication contains names and images of people who have passed away. Guidelines for ethical publishing 3 Welcome (from the AIATSIS Principal) I’m pleased to have the opportunity to welcome readers to these guidelines for ethical publishing. As the Principal of AIATSIS, of which Aboriginal Studies Press (ASP) is the publishing arm, I’ve long had oversight of ASP’s publishing and I’m pleased to see these guidelines because they reflect ASP’s lived experience in an area in which there have been no clear rules of engagement but many criticisms of the past practices of some researchers, writers, editors and publishers.
    [Show full text]
  • Indigenous Stories Told Collectively by Anita Heiss
    https://www.austlit.edu.au/austlit/page/15446544 Indigenous Stories Told Collectively by Anita Heiss Written for The BlackWords Essays. (Click the link to return to the Essays Table of Contents) Users are advised that AustLit contains information that may be culturally sensitive, including images of deceased persons. Author's Note - 2019 Anthologies continue to play an important role in bringing together Aboriginal and Torres Strait Islander voices across genres and on a range of topics and themes. Since this essay was published in 2015, there have been almost 40 anthologies indexed in BlackWords. Such titles include: Growing Up Aboriginal in Australia (non-fiction), Stories of Belonging (drama), Meet Me at the Intersection (short fiction, memoir, poetry), Deadly Sisters of Worawa (poetry, autobiography) and the Goanna Was Hungry and Other Stories (children’s, short story). Page 1 of 30 To see the full list of anthologies in BlackWords, click here! Introduction This paper addresses the important role of anthologies in the creation of communities of writers and in acknowledging, consolidating and launching writing careers. It is structured so that different clusters of anthologised writing are recognised: • general anthologies containing writing from a number of genres; • place-specific anthologies; and, • genre-specific anthologies - poetry, novel, short-story, oral history, gender, youth and themed. In this paper, for the most part, the opportunity to compare works and discuss common approaches to subject matter overrides any chronology of publication. There is, however, an ordering principle of sorts at work. Certain important general anthologies tended to appear before their genre-specific counterparts and they are discussed first.
    [Show full text]
  • Blackwords 5 Anniversary Celebration and Symposium
    BlackWords 5th Anniversary Celebration and Symposium Friday, 19 October: Avid Reader Bookshop, Boundary Street, West End. Time: 6.00 p.m. for a 6.30 p.m. start 8.00 p.m. finish The event will celebrate five years of BlackWords and almost 25 years of the David Unaipon Award which has brought so many wonderful writers to light. Some recent award winners will read, and the UQP Unaipon eBook Collection will be launched. Saturday, 20 October – UQ Art Museum – BlackWords Symposium Time: 8.30 a.m. for an 8.45 a.m. start. 7.00 p.m. finish MC – Kerry Kilner 8.45 Kerry Kilner – welcome and acknowledgements 8.50 Welcome to Country – Uncle Joe Kirk 8.55 Welcome to the Symposium – Dr Anita Heiss, Convenor 9.00 Keynote address: Melissa Lucashenko 9.45 Session one: Writing Us Speakers: Dr Sandra R Phillips; Ellen Van Neerven-Currie; Dr Anita Heiss Chair: Dr Peter Minter 10.45 Morning tea 11.15 Session two: Writing the Record Speakers: Dr Jeanine Leane; Irene Howe; Natalie Harkin Chair: Kerry Kilner 12.30 Lunch Book selling and signing 1 1.30 Session three: Writing and Editing Speakers: Dr Peter Minter; J. Linda McBride-Yuke; Simone Tur; Faye Blanche Chair: Dr Jeanine Leane 2.30 Afternoon tea 3.00 Tour of the UQ Art Museum’s Desert Country exhibition with Gillian Ridsdale 3.30 Session four: Writing Across Land and Genre Speakers: Bruce Pascoe; Dr Jared Thomas; Wesley Enoch Chair: Dr Sandra R Philips 4.30 – 5.30 Australian Children’s Laureate Boori Pryor in conversation with Dr Anita Heiss.
    [Show full text]
  • Carrick App Mead Kilner Healy
    DISCIPLINE-BASED INITIATIVES SCHEME, 2007 Discipline-based Initiatives Investigation Funds Expression of Interest – Application Form An initiative of the Australian Government Department of Education, Science and Training Carrick Discipline-Based Initiatives Scheme: Guidelines Part 3 Discipline-based Initiatives Investigation Funds Expression of Interest – Application Form CARRICK INSTITUTE FOR LEARNING AND TEACHING IN HIGHER EDUCATION CARRICK DISCIPLINE-BASED INITIATIVES SCHEME DISCIPLINE-BASED INITIATIVES INVESTIGATION FUNDS EXPRESSION OF INTEREST APPLICATION FORM 2007 Proposal No: Office use only Discipline Australian Literary Studies Applicants Dr Philip Mead (Director) (List) + Name & Institution, University of Tasmania Role in Initiative Association for the Study of Australian Literature AustLit Journal of the Association for the Study of Australian Literature Ms Kerry Kilner (Co-Director) Executive Manager, AustLit The Resource for Australian Literature, University of Queensland Research Fellow, Faculty of Arts, University of Queensland Chief Investigator, ARC Linkage Infrastructure Equipment and Facilities Grant (2007) project: AustLit: Phase Two – humanities research infrastructure development, augmentation and expansion Dr Alice Healy (Co-Director) Lecturer in Australian Studies, David Unaipon College of Indigenous Education and Research (DUCIER), University of South Australia Executive Committee, Association for the Study of Australian Literature Proposal Director Dr Philip Mead Position Senior Lecturer in English, and Discipline Co-ordinator (English), School of English, Journalism & European Languages, University of Tasmania Executive Committee, Association for the Study of Australian Literature Chief Investigator, ARC Linkage Infrastructure Equipment and Facilities Grant (2007) project: AustLit: Phase Two – humanities research infrastructure development, augmentation and expansion Co-editor, Journal of the Association for the Study of Australian Literature Member, AustLit The Resource for Australian Literature Advisory Board 1.
    [Show full text]
  • Bringing Research and Researchers to Light: Current and Emerging Challenges for a Discipline-Based Knowledge Resource
    Bringing research and researchers to light: current and emerging challenges for a discipline-based knowledge resource Kerry Kilner and Roger Osborne ‘The challenge for developers of humanities e-research groupings is to ensure they move beyond the use of the technology as a means of enabling the sharing of data and information—an ‘information commons’—and become a forum that enables, supports and sustains collaborative, distributed scholarship—a ‘research commons’1 Scholarship, teaching and research in Australian story-making cultures have, in the past decade, been greatly assisted by AustLit: The Australian Literature Resource2, a multi- institutional e-research collaboration between researchers, librarians and software designers from ten universities and the National Library of Australia. Under the leadership of The University of Queensland, and with funding from the Australian Research Council, the university partners3, the Australian Learning and Teaching Council and the NCRIS NeAT scheme4, this collaboration has developed a web-based research environment supporting a range of specialist projects across a diversity of fields relating to Australian literature, theatre, film, Indigenous writing and storytelling, life-writing, and criticism while maintaining a record of contemporary primary and secondary publications in the field. This paper will consider the successes and challenges that AustLit has faced over its relatively long history (in digital era terms) with its aim of becoming the definitive virtual research environment and information resource in the fields noted above; not only for scholars but for students of all levels and the general public. We will present some of the innovative ways AustLit serves its user communities and discuss the challenges of moving from a closed, subscription-based resource to one that supports 1 Genoni, Merrick and Willson (2008) 2 www.austlit.edu.au 3 AustLit university partners are: UNSW, Wollongong, James Cook University, Sydney, Monash, Flinders, UWA, Deakin, Canberra.
    [Show full text]
  • Austlit: a Diversity of Voices
    AustLit:AustLit: AA DiversityDiversity ofof VoicesVoices www.austlit.edu.au Kerry Kilner The University of Queensland Abiding goal To organise and make accessible information about Australian literary culture to support, promote and facilitate research, teaching and general interest in the field. 1 The AustLit Consortium The University of Queensland (lead) University of NSW at ADFA Monash University Flinders University University of Sydney James Cook University Wollongong University The University of Tasmania Deakin University University of Western Australia University of Canberra National Library of Australia 2008 – QUT? The AustLit Advisory Board Professor John Hay, Vice- Mr John Arnold, Monash Chancellor, AC, UQ Associate Professor Tracey Bunda, Professor Richard Fotheringham, Flinders UQ Associate Professor Robert Professor David Carter, UQ Phiddian, Flinders Mr Keith Webster, UQ Professor Clare Bradford, Deakin Dr Leigh Dale, UQ Ms Anne Horn, Deakin Ms Kerry Kilner, UQ Associate Professor Cheryl Taylor, JCU Professor Bruce Bennett, AO, JCU UNSW@ADFA Associate Professor Wenche Ommundsen, Wollongong Professor Paul Eggert, Ommundsen, Wollongong UNSW@ADFA Associate Professor Delys Bird, UWA Professor Elizabeth Webby, AM, UWA Sydney Professor Dennis Haskell, UWA Professor Robert Dixon, Sydney Dr Toby Burrows, UWA Mr Ross Coleman, Sydney Dr Philip Mead, UTas Professor Belle Alderman, UC Ms Margy Burn, NLA 2 Key aspects Access and Discovery Research Support A Circular Relationship AustLit – the one
    [Show full text]
  • The University of Queensland Library Annual Report 2002
    The University of Queensland Library Annual Report 2002 We link people with information Contents About the University of Queensland Cybrary From the University Librarian 2 The Library Committee 3 The Cybrary: an Overview 4 Teaching and Learning Supportive Learning Environment 7 Real and Virtual Help 9 Focusing on Service 13 Fitting Facilities 16 Research and Research Training Building the Collections 18 Harnessing Research 21 Fostering Scholarship 23 Community Partnerships Working Together 25 Sharing Expertise 27 Building Links 29 Taking the Cybrary to the World 32 Management Matters Value for Money 33 Maximising Staff Contributions 34 Planning the Future 36 Measuring Up 37 Enhancing ICT Infrastructure 38 Appendices 1. Facts and Figures 40 2. Organisation Structure 42 3. Staffing the Cybrary 43 4. Publishing and Presenting 46 5. External Involvements 48 6. Our Supporters 50 7. Visitors 52 University of Queensland Library Annual Report 2002 1 From the University Librarian In cyberspace and the physical place in 2002 the Cybrary focused on client access and use of information: any time, any place, any pace. The Library continued to use the term ‘Cybrary’ countries ranging from Norway to Japan and Laos to describe its combination of physical places and to Fiji (see appendix 5). cyberspace, real and virtual information resources and in-person and online assistance. Over The book may not be dead but the life of the 21,000,000 pages of the website were accessed by journal as we have known it appeared to be under over 424,000 individual personal computers lo- threat. Many factors in the global market suggested cated within the branch libraries, laboratories and that competition may not be working effectively: offices at all campuses and the major teaching prices increased above inflation hospitals, and throughout Australia—indeed the substantial price disparity became more world.
    [Show full text]
  • Appropriate Terminology, Representations and Protocols of Acknowledgement for Aboriginal and Torres Strait Islander Peoples
    General Information Folio 2 │ flinders.edu.au/cdip Appropriate Terminology, Representations and Protocols of Acknowledgement for Aboriginal and Torres Strait Islander Peoples The terminology, representations and protocols provided in this document have been endorsed by the University. This document is adapted from ‘Using the right words: appropriate terminology for Indigenous Australia studies’ 1996 in Teaching the Teachers: Indigenous Australian Studies for Primary Pre-Service Teacher Education, School of Education, University of New South Wales in association with the Council for Aboriginal Reconciliation. Introduction The following guide is recommended for use by students The following wording and statement is appropriate for enrolled in courses at the University, and for staff. It clarifies acknowledging Kaurna lands. appropriate language and the naming of Aboriginal and Torres Strait Islander peoples, cultures, societies and We acknowledge the Kaurna people – the traditional owners of histories. the lands and waters where the city of Adelaide has been built. This document recognises that English as the dominant Tarndanyunga Kaurna Yerta language in Australia is a vehicle for the expression of discrimination and prejudice, as cultural values and attitudes This is an expression of respect and we view any are reflected in the structures and meanings of the language acknowledgement as a significant and symbolic marker of we use. This means that language cannot be regarded as a cultural protocol. neutral or unproblematic medium and can cause or reflect discrimination due to its intricate links with society and culture. Identifying Aboriginal and Torres When using language in a University context it is always Strait Islander peoples important to understand its historical context and the ways in which it informs discourses of power.
    [Show full text]